Learning Activities Model with Brain Based Learning to Improve Thai Language Reading and Writing of Grade 1 Student

Abstract

          The purpose of this research was to develop a learning activities model with brain based learning to improve Thai language reading  and writing of grade 1 student and to examine the effectiveness of the learning activities model based on the concepts of brain-based learning to improve Thai language reading  and writing of grade 1 student by using research and development. The research consisted of 3 steps.  Step 1 study baseline data related concepts the learning activities model  Step 2 construct  and  examine the quality of the learning activities model Step 3 Implement the learning activities model. The sample used for the experiment was 32 grade 1 students at Watklongpho Municipal school in Muang district of Uttaradit province by using Purpose Sampling Group. The Research instruments employed were the evaluation form of instructional model’s appropriateness, lesson plans, the evaluation form for reading and writing abilities. The statistics employed for data analysis were mean, standard deviation, percentage, t – test and content  analysis. 
          The  research  results  were  as  follow:
          1. The learning activities model of brain based learning to improve Thai language reading and writing of grade 1 student composes of principle, objective, content, learning activities, measurement and evaluation. The learning  process consists of preparation, presentation, practice, learning together, conclusion, production,  and evaluation.
          2. The effectiveness of the developed learning activities model with brain based learning to improve Thai language reading and writing of grade 1 student can be summarized as follows:
               2.1 The efficiency of percentage ratio of the developed learning activities model with brain based learning to improve Thai language reading  and writing of grade 1 students was  83.16/85.15                  2.2 The students’ Thai language reading and writing abilities scores during the class sessions and after having learned through the developed learning activities model were higher than the standard criteria of 80/80  at .01 level of significance.